By James Avis
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Extra resources for Education, Policy and Social Justice: Learning and Skills
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1992) finding that a highly differentiated education system serves to entrench and reproduce class inequalities. e. those designed to satisfy immediate practical interests, are beginning to predominate over the formative school, which is not immediately ‘interested’. The most paradoxical aspect of it all is that this new type of school appears and is advocated as being democratic, while in fact it is destined not merely to perpetuate social differences but to crystallise them in Chinese complexities.
25) Such a pathway seeks to attract those young people who are impatient with the academism of the school curriculum and who wish to acquire useful and practically oriented education and training experiences. These concerns have been developed and deepened in the DfES’s 14–19: Opportunity and Excellence (2003), in which there is an aspiration to increase the status of vocational education, placing it on an equal footing with the academic. This is to be achieved through the development of a unified qualification framework in which the distinction between academic and vocational forms of education would be weakened.
The competitiveness discourse in its various manifestations places the individual learner at the centre. Developing the skills and capabilities of such an individual secures economic advantage as a result of value-added waged labour. Through their knowledge and skill the individual can generate value, thereby enhancing the product. In Britain the state’s response has been to place on the individual the responsibility of developing themselves as flexible and adaptable workers who can ride out and respond appropriately to such challenges.